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Assignment 2: Group Skills Development and Analysis Task
This assignment will be carried out and submitted by a group of 4-6 students. It is expected that group members who are named as submitting the task have attended all three group recording/analysis sessions and contributed equally to the writing up of the assignment. Only one final assignment will be submitted by each group but all group members must attach their personalised assignment attachment (cover sheet) to the assignment. The assignment will only be returned to one person ie the person whose cover sheet is first. The purpose of this assignment task is for students to:  1. Understand the specific group social skills that are part of the social learning that takes place in classrooms  2. Demonstrate that they can identify, apply and use the following eight social skills to a reasonable level once they have had an opportunity to learn and practise them.  - Active listening  - Respectful disagreeing  - Using I-messages in a non-polarising way to express a personal opinion  - Positive tracking  - Summarising and looking for agreement (on the way to decision making)  - Suggesting and persuading  - Including others  - Negotiation ** The two decision-making tasks  ** Each group of approx. six students will participate in two discussion taskswhich require group decision-making. Each task should be recorded and transcribed. Each group is expected to arrange recording equipment for the specified two recording days and locate an available room for the purpose. The first discussion task will be completed in Week 3 of the unit before specific social skills have been taught. It is expected that this tape will not demonstrate a high level of effective skill usage. The second discussion task will be completed in Week 8 when students have had an opportunity to learn and practise these skills and it is expected that there will be some group improvement in skills usage. The group will meet again during part of the lecture in Week 9 to analyse the two transcribed discussions and complete the smaller parts of the task which relate to future use and application of the skills. The rest of the assignment will be completed outside lecture time. Written versions of the decision-making tasks to be used will be provided by the lecturer on the day of each recording. Each task will take approx. 30-40 minutes and it is expected that the ‘problem’ will be discussed for a minimum of twenty minutes. Students should select a code name for anonymity during the recording and for the transcriptions and analysis. It will be helpful during each of the two discussion tasks to have a large name tag for each person with their chosen code name written on it. ** What Should be Submitted in the Final Assignment? **  1. The typed transcripts of the two taped group discussions (using code names) plus the group’s negotiated decision in each of the discussions. Do not submit the recording tapes themselves. Place the transcripts and the decisions at the end of the assignment as two clearly labeled appendices.  2. A chart showing two good examples of each of the eight skills from either the first or second tape. If a response can be classified in more than one way, use the ‘higher order category’ eg ‘respectful disagreeing’ is a higher level skill than either ‘active listening’ or ‘using an I-message’. See below for an example of how to write up the chart.  3. A clear, easy-to-understand and effectively presented comparison chart or graph showing the frequency with which each of the eight social skills was used by the group in each of the two discussions.  4. A written analysis and interpretation by the group of the comparison data including conclusions about the group’s progress. Comments should be about the group and not about any individual’s responses or patterns. 5. A completed chart (using the format that follows) which provides specific examples of where you, as teachers, would benefit from using any four of the skills when (a) interacting with students and (b) interacting with colleagues or parents. Provide a different kind of example for each skill and category The four skills to be applied in these two types of context are:  - Active listening  - Respectful disagreeing <span style="margin: 3pt 0cm 0pt 54pt; mso-list: l0 level2 lfo1; tab-stops: list 54.0pt; text-indent: -18pt;"> - Including others <span style="margin: 3pt 0cm 0pt 54pt; mso-list: l0 level2 lfo1; tab-stops: list 54.0pt; text-indent: -18pt;"> - Negotiation ||  || <span style="margin: 3pt 0cm 0pt 35.9pt; mso-list: l3 level1 lfo2; tab-stops: list 35.9pt; text-indent: -18pt;"> 5. The completed teamwork rubric (provided on DSO) and a work responsibility chart (see format below) and a summary conclusion about what improvements the group could make if they were to complete another group assignment together in a different unit. These should all be completed by the group as a whole (either in the final class-based group meeting or in a later group meeting) not just completed by one person or passed around to individuals. The teamwork rubric and the work responsibility chart should be signed by all members of the group to indicate their participation in the decision-making and their agreement with the conclusions. ** Work Responsibility Charts  ** The two work responsibility charts should be collaboratively completed and signed by each member of the group to signify their agreement with its contents, as demonstrated below. ** Chart 1: Attendance at Group meetings  ** Indicate who fully attended each of the recording sessions and group meetings || ** Chart 2: Task Responsibility  ** Indicate who took responsibility for each section ||  ||   ||   ||   ||  NOTE: It is expected that, in the event of difficulties arising in regards to group collaboration, group members will initially attempt to resolve these issues by themselves. This may mean being assertive and/or negotiating a solution to the problem(s). If these approaches are not successful, the group should contact the lecturer to organise a mediated discussion. **Assignment Two: Group Skills Development and Analysis Task (40%)** What the Assessor will be looking for when marking this assignment  || · All sections of the assignment are completed and submitted as required · All cover sheets are submitted and both responsibility charts are signed by all group members · The assignment reflects coherent and logical overall planning and organization, including proofreading and accurate spelling and grammatical style. Succinct sub-headings are used to organize content where relevant || · Evidence of accurate understanding and application of the eight interpersonal skills · A clear, easy-to-understand, accurate and effectively presented comparison chart or graph is provided showing the frequency with which each of the eight group social skills was used in each of the two discussions · The data in the comparison chart of graph is well analysed and interpreted and sound conclusions are made about the group’s progress. · Four of the eight skills are correctly and realistically applied to situations involving interactions with students and with colleagues or parents. · Evidence is provided that the teamwork rubric and work responsibility charts were completed by the group working together and not by specific individuals or by being passed around individually · The completed teamwork rubric and work responsibility charts indicate insight into the group’s teamwork and demonstrates that the task workload was equitably shared by all group members. · The summary conclusion is based on the rubric and charts and shows awareness of areas that the group as a whole could improve. ||
 * Skill ||  Two Examples (direct quotes)  ||  Indicate whether it occurred in Discussion 1 or Discussion 2  ||
 * Negotiation ||  1.  ||   ||
 * ^  ||  2.  ||   ||
 * Skill ||  One example of where this skill could be effective (if successfully used) when interacting with students   ||  One example of where this skill could be effective (if successfully used) when interacting with colleagues or parents  ||
 * Negotiation ||
 * || ** Names of those who attended  ** ||
 * First recording (Wk 3) ||   ||
 * Second recording (Wk 7) ||   ||
 * Group analysis meeting (Wk 9) ||   ||
 * Other group meetings as needed (specify) ||   ||
 * Signatures of all group members to indicate agreement with the above information
 * ** Task  ** || **  Name(s) of the person(s) who took responsibility and made it happen  ** ||
 * Organising recording equipment for the first recording session ||   ||
 * Locating an appropriate room for the first recording ||   ||
 * Transcribing the first discussion ||
 * Transcribing the second discussion ||
 * Ensuring that all group members received the relevant material ||   ||
 * Organising recording equipment for the second recording session ||   ||
 * Locating an appropriate room for the second recording ||   ||
 * Communication with members of the group outside class time ||   ||
 * Collection of the cover sheets and submission of the final qssignment ||   ||
 * Communicating assignment grade and comments to group members  ||   ||
 * Other responsibilities (Specify)
 * Signatures of all group members to indicate agreement with the above information
 * **MARKING CRITERIA**
 * // Presentation of overall assignment  //
 * // Group Analysis  //